Dear Dr. McKool, Over the past few months, I have learned more about myself and what kind of teacher I want to be than I ever imagined. Not to put down my other education classes, but through them I felt as if I was simply leaning different methods because that is what teachers do. A good teacher does this; a good teacher does that. And while those tools were helpful, I was never given the freedom to discover who I am as a teacher. Every single person in the class wants to be a great teacher – one that encourages students to reach and exceed their full potential; however, every single one of us has a different way of doing it. Some techniques that work for me scare the daylights out of other future teachers (and vice versa). Over the next few scrolls of your computer mouse, I hope that you will see the type of teacher that I one day hope to be. I am excited for my future teaching career, but first, it is time to reflect on what I learned this semester in ELD 308: Fostering Language and Literacy Development. I believe that all students have the right to choice. Growing up in an educational system where the teacher was in charge and the students were merely told what to learn, I was one hundred percent turned off to education. I often remember thinking to myself, “Why do I have to read this book? Why do I have to write about this topic? I want to read a different book. I want to write about a different topic.” These thoughts are the reasons that I wanted to become a teacher. I wanted to see a change in the way education was presented. Allowing students to take control of their learning opens the door for whole new ideas and findings to be discovered. One supporter of this thought is Donalyn Miller, author of The Book Whisper. Reading this text was so refreshing; there is someone out there who feels similar to me. The entire book focuses on the importance of student choice and how to implement this theory in the classroom. One of my favorite parts of the book was the list of “The Rights of the Reader” – with number one being “The right not to read” (Miller, page 75). This, from the very beginning, shows students that they are in control of their own learning. Students are no longer being forced to read The Outsiders as a class just because it is a classic; instead they are told to read any student level realistic fiction book that they choose. This system builds up students’ interest in not only reading, but learning as a whole. “My goal for all of my students is for them to discover that they can be readers, but some of them struggle with going from no reading to a great deal of reading in one school year. It is important to celebrate milestones with students and focus on their reading successes, not their failure to meet requirements [the forty book minimum], which only serves to discourage students” (Miller, page 83). By giving students the freedom of choice, whether it is what fiction book they are going to read or the topic of their research paper, they are more likely to succeed, learn, and have fun all at the same time. Some of the best work is produced when teachers simply take the back seat and put the students’ needs first. Student-centered learning includes allowing students to take control of their learning in order that they may grow in ways that we, the teachers, never could have imagined. I believe in the importance of everyday reading and writing. When I was going to elementary school, these two topics were dreaded by any and all students. It was the time of the day where we were forced to do something that seemed so minor compared to other subjects. “Why do I have to read these books? Why must I write this narrative? I read things everyday; this book does not have to be one of them. I write everyday; this paper does not have to be a part of that.” These negative thoughts clouded my perception of the importance of everyday writing and reading. According to the Fountas and Pinnell “Language and Literacy Framework” over two hours each school day should be dedicated to the world of literacy. While we will not have the luxury of this much time, it is important that teachers have their students read and write each day - whether it is just right books or poems, or narratives or fiction. Developing these skills through Writing and Reading Workshop is the corner stone to any well developed classroom literacy plan. I am excited to show my future students the power that reading and writing can have. It is our responsibility to empower our students with the tools needed for success; and, reading and writing are tied for number one on that master list. I believe in modeling for your students. While this can be applied to the famous Fountas and Pinnell “Language and Literacy Framework,” I am actually once again refereeing to Donalyn Miller’s text, The Book Whisper. In it she discusses an idea that makes complete sense, yet one I never fully thought of before. Students want to see that there is a value to learning. “Will it help me later in life? Do my parents need this tool? Will I need this tool in the next grade level?” One of the best ways to motive children is by doing the activity yourself. Show the students that you too read, that you too write. “My creditability with students and the reason they trust me when I recommend books to them stems from the fact that I read every day of my life and that I talk about reading constantly. I am not mandating an activity for them that I do not engage in myself” (Miller, page 106). Having students trust you, their teacher, is vitally important, and this is one way to begin building that trust. You can suddenly form a reader to reader relationship as opposed to an adult to child relationship. I fully plan on using this idea in my future classroom; in fact, I used it already this semester in the field. While observing literature circles (a wonderful tool for implementing student choice) in the field, one of the groups happened to be reading The Tale of Despereaux by Kate DiCamillo – the same book that I read during our literature circle re-creation. I was able to connect with the students on a more personal level – reader to reader. We were able to discuss the book’s themes, characters, plot twists and more. The students grew to respect me more both as a teacher and as a reader. This one experience opened my eyes to the power of modeling. While I have gained many more beliefs throughout this past semester, these are the three that truly changed my whole outlook on teaching. I know that I have the tools need to shine not only during student teaching, but throughout my education career as well. I am excited to bring my new beliefs out with me into the world of education. And, really fast before I wrap up, I want to say thank you. Thank you for supporting me the past three years as my advisor. Thank you for teaching me the importance of a strong literacy framework in a classroom. And, above all, thank you for showing me that the world of education is not all hard work and long hours, but rather great learning and great fun. Sincerely, Ryan Oliveti
Over the past few months, I have learned more about myself and what kind of teacher I want to be than I ever imagined. Not to put down my other education classes, but through them I felt as if I was simply leaning different methods because that is what teachers do. A good teacher does this; a good teacher does that. And while those tools were helpful, I was never given the freedom to discover who I am as a teacher. Every single person in the class wants to be a great teacher – one that encourages students to reach and exceed their full potential; however, every single one of us has a different way of doing it. Some techniques that work for me scare the daylights out of other future teachers (and vice versa). Over the next few scrolls of your computer mouse, I hope that you will see the type of teacher that I one day hope to be. I am excited for my future teaching career, but first, it is time to reflect on what I learned this semester in ELD 308: Fostering Language and Literacy Development.
I believe that all students have the right to choice. Growing up in an educational system where the teacher was in charge and the students were merely told what to learn, I was one hundred percent turned off to education. I often remember thinking to myself, “Why do I have to read this book? Why do I have to write about this topic? I want to read a different book. I want to write about a different topic.” These thoughts are the reasons that I wanted to become a teacher. I wanted to see a change in the way education was presented. Allowing students to take control of their learning opens the door for whole new ideas and findings to be discovered. One supporter of this thought is Donalyn Miller, author of The Book Whisper. Reading this text was so refreshing; there is someone out there who feels similar to me. The entire book focuses on the importance of student choice and how to implement this theory in the classroom. One of my favorite parts of the book was the list of “The Rights of the Reader” – with number one being “The right not to read” (Miller, page 75). This, from the very beginning, shows students that they are in control of their own learning. Students are no longer being forced to read The Outsiders as a class just because it is a classic; instead they are told to read any student level realistic fiction book that they choose. This system builds up students’ interest in not only reading, but learning as a whole. “My goal for all of my students is for them to discover that they can be readers, but some of them struggle with going from no reading to a great deal of reading in one school year. It is important to celebrate milestones with students and focus on their reading successes, not their failure to meet requirements [the forty book minimum], which only serves to discourage students” (Miller, page 83). By giving students the freedom of choice, whether it is what fiction book they are going to read or the topic of their research paper, they are more likely to succeed, learn, and have fun all at the same time. Some of the best work is produced when teachers simply take the back seat and put the students’ needs first. Student-centered learning includes allowing students to take control of their learning in order that they may grow in ways that we, the teachers, never could have imagined.
I believe in the importance of everyday reading and writing. When I was going to elementary school, these two topics were dreaded by any and all students. It was the time of the day where we were forced to do something that seemed so minor compared to other subjects. “Why do I have to read these books? Why must I write this narrative? I read things everyday; this book does not have to be one of them. I write everyday; this paper does not have to be a part of that.” These negative thoughts clouded my perception of the importance of everyday writing and reading. According to the Fountas and Pinnell “Language and Literacy Framework” over two hours each school day should be dedicated to the world of literacy. While we will not have the luxury of this much time, it is important that teachers have their students read and write each day - whether it is just right books or poems, or narratives or fiction. Developing these skills through Writing and Reading Workshop is the corner stone to any well developed classroom literacy plan. I am excited to show my future students the power that reading and writing can have. It is our responsibility to empower our students with the tools needed for success; and, reading and writing are tied for number one on that master list.
I believe in modeling for your students. While this can be applied to the famous Fountas and Pinnell “Language and Literacy Framework,” I am actually once again refereeing to Donalyn Miller’s text, The Book Whisper. In it she discusses an idea that makes complete sense, yet one I never fully thought of before. Students want to see that there is a value to learning. “Will it help me later in life? Do my parents need this tool? Will I need this tool in the next grade level?” One of the best ways to motive children is by doing the activity yourself. Show the students that you too read, that you too write. “My creditability with students and the reason they trust me when I recommend books to them stems from the fact that I read every day of my life and that I talk about reading constantly. I am not mandating an activity for them that I do not engage in myself” (Miller, page 106). Having students trust you, their teacher, is vitally important, and this is one way to begin building that trust. You can suddenly form a reader to reader relationship as opposed to an adult to child relationship. I fully plan on using this idea in my future classroom; in fact, I used it already this semester in the field. While observing literature circles (a wonderful tool for implementing student choice) in the field, one of the groups happened to be reading The Tale of Despereaux by Kate DiCamillo – the same book that I read during our literature circle re-creation. I was able to connect with the students on a more personal level – reader to reader. We were able to discuss the book’s themes, characters, plot twists and more. The students grew to respect me more both as a teacher and as a reader. This one experience opened my eyes to the power of modeling.
While I have gained many more beliefs throughout this past semester, these are the three that truly changed my whole outlook on teaching. I know that I have the tools need to shine not only during student teaching, but throughout my education career as well. I am excited to bring my new beliefs out with me into the world of education. And, really fast before I wrap up, I want to say thank you. Thank you for supporting me the past three years as my advisor. Thank you for teaching me the importance of a strong literacy framework in a classroom. And, above all, thank you for showing me that the world of education is not all hard work and long hours, but rather great learning and great fun.
Sincerely,
Ryan Oliveti